| Research Title |
Developing Interactive Simulation in Physical Science for Eliminating Students’ Misunderstanding of Heat Transfer: A DSLM Approach |
| Date of Distribution |
5 December 2017 |
| Conference |
| Title of the Conference |
the 25th International Conference on Computers in Education. New Zealand |
| Organiser |
Asia-Pacific Society for Computers in Education (APSCE) |
| Conference Place |
Rydges Latimer hotel |
| Province/State |
Christchurch, New Zealand |
| Conference Date |
4 December 2017 |
| To |
8 December 2017 |
| Proceeding Paper |
| Volume |
25 |
| Issue |
1 |
| Page |
572-577 |
| Editors/edition/publisher |
Asia-Pacific Society for Computers in Education (APSCE) |
| Abstract |
Currently, interactive science simulation has been recognized as pedagogical tool in science education in several countries, and the strategic use of science simulation has changed
the way of active learning in science. Researchers and educators have reported benefits of
science simulation in promoting motivation to learn science and enhancing scientific conceptions for students, especially in compulsory education. This paper illustrates a development of interactive computer-simulated laboratory lessons in physical science for middle school students. For this development, the researchers utilize Dual-Situated Learning Model (DSLM) for producing the interactive science simulation and a series of dual-situated learning activity about heat transfer in physical science subject. In this preliminary study, a total of 129 middle school students in seventh grade in a public secondary school located
northeastern region of Thailand participated in the development. All of them were administered a series of two-tier question items in order to discover their misunderstanding of heat transfer concepts. The exploratory result shows that the middle school students hold many types of misconceptions and incomplete conceptions in the physical science concepts related to heat transfer. Moreover, some of them had no conceptions about heat transfer even they have learned the concepts already. As such, the researchers illustrate a conceptual idea of designing an interactive science simulation addressing the physical science concepts of heat transfer for improving the students’ conceptual learning performance, and it might enhance the change of student's misconceptions and their mental model development in science. |
| Author |
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| Peer Review Status |
ไม่มีผู้ประเมินอิสระ |
| Level of Conference |
นานาชาติ |
| Type of Proceeding |
Full paper |
| Type of Presentation |
Oral |
| Part of thesis |
true |
| Presentation awarding |
false |
| Attach file |
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| Citation |
0
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Publication
Journal Publication
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